Measuring teacher performance is one of the most critical aspects of developing strong, cohesive rigorous programs for students. In the curricular area of mathematics teacher preparedness for certification at the elementary level is generally one required course that follows pedagogy rather than mathematical theory and practice. As a result of this weakness in teacher preparation administrators often observe less than rigorous application of meaningful and important mathematics teaching in many classrooms. When the teaching of mathematics in the program years Kindergarten through Fifth does not provide curricula that is comprehensive and cohesive, teaching that is not skilled in linking interconnected ideas grounded in rigorous mathematics knowledge on the part of the teachers, and linked to practical application of the mathematics being learned, students will be unable to move into the Middle grades with the solid content knowledge necessary to expand their mathematical horizons and move into the study of higher mathematics in high school and college. Teacher quality is essential. What are some of the performance indicators measuring teacher quality? · Content knowledge, pedagogical knowledge regarding the teaching of mathematics at specific grade levels, knowledge of students’ mathematical reasoning abilities at varying grade levels, along with knowledge of developmentally appropriate and best instructional strategies. ·The ability to provide students with opportunity to collect, organize and critically evaluate information. ·Instruction in situations that maximize opportunity for students to work effectively as members of teams, or groups. ·Provide menus of choice within problem solving that maximize student learning modalities as well as enhance the mathematics learning for all students. ·Reflect on assessment outcomes and student engagement to inform and refine the lessons presented. ·Plan activities and seek out opportunities for students to engage in dialogue or observation with professionals who incorporate mathematical skills within the real world. ·Have a standard of instruction that is specific, rigorous and embedded with assessment. ·Monitors student performance to pace and guide instruction.
Kathleen's Bandolik's content
Measuring teacher performance is one of the most critical aspects of developing strong, cohesive rigorous programs for students. In the curricular area of mathematics teacher preparedness for certification at the elementary level is generally one required course that follows pedagogy rather than mathematical theory and practice. As a result of this weakness in teacher preparation administrators often observe less than rigorous application of meaningful and important mathematics teaching in many classrooms. When the teaching of mathematics in the program years Kindergarten through Fifth does not provide curricula that is comprehensive and cohesive, teaching that is not skilled in linking interconnected ideas grounded in rigorous mathematics knowledge on the part of the teachers, and linked to practical application of the mathematics being learned, students will be unable to move into the Middle grades with the solid content knowledge necessary to expand their mathematical horizons and move into the study of higher mathematics in high school and college.
Teacher quality is essential. What are some of the performance indicators measuring teacher quality?
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Content knowledge, pedagogical knowledge regarding the teaching of mathematics at specific grade levels, knowledge of students’ mathematical reasoning abilities at varying grade levels, along with knowledge of developmentally appropriate and best instructional strategies.
· The ability to provide students with opportunity to collect, organize and critically evaluate information.
· Instruction in situations that maximize opportunity for students to work effectively as members of teams, or groups.
· Provide menus of choice within problem solving that maximize student learning modalities as well as enhance the mathematics learning for all students.
· Reflect on assessment outcomes and student engagement to inform and refine the lessons presented.
· Plan activities and seek out opportunities for students to engage in dialogue or observation with professionals who incorporate mathematical skills within the real world.
· Have a standard of instruction that is specific, rigorous and embedded with assessment.
· Monitors student performance to pace and guide instruction.